Technology integration into education has become increasingly crucial for fostering active learning and cultivating learner autonomy, particularly in the context of language acquisition. In the English as a Second Language (ESL) classroom, iPads offer dynamic possibilities for interactive learning, allowing students to engage more meaningfully with language content. However, despite the availability of such tools, many ESL educators continue to rely on traditional, teacher-centered approaches that limit opportunities for student independence. This paper introduces a framework for leveraging iPads to foster active learning and autonomy among ESL learners. The study’s primary objective is to develop an applied framework that educators can use to enhance the effectiveness of iPad-based learning activities in ESL classrooms. The framework is based on a thorough review of existing literature on mobile-assisted language learning (MALL), active learning, and learner autonomy, identifying best practices and successful applications of iPads in educational settings. The findings indicate that integrating iPads can significantly boost students’ motivation, engagement, and self-directed learning. Specific strategies highlighted include project-based learning, digital storytelling, and collaborative activities that harness the interactive features of iPads. The study concludes that implementing this framework enables ESL educators to create more student-centered learning environments, equipping learners with the skills needed for both language acquisition and independent learning in a technology-driven world.